Independent Study Course
Instructor: Ardis Herrold
Course Title: Astronomical Image Processing
Course description
Students will take astronomical images through telescopes as well as work with raw images from internet image archives and from Desert Peak Observatory. In the process they will gain familiarity with telescope and imaging techniques using a variety of equipment (detailed below). They will then learn and master the techniques required to transform the raw images into final color images. This course will be intensive in computer processing, internet research, database mining and journaling. Occasional field work will occur as weather permits.
Instrumentation
Telescopes: Each of the four students in the class owns their own telescope. Three have completed the Introduction to Astronomy class and are very familiar with using telescopes, reading star maps and other observing techniques. Their telescopes are: Three 8” and one 10” Dobsonian reflectors. In addition to that, they will have use of the school telescopes which include: a 10” Schmidt- Cassegrain, a 4” refractor, a 10” Dobsonian, a solar telescope and a 5” Maksutov-Cassegrain.
All of the students have digital cameras or access to one. In addition they will have access to the school specialized cameras: an SBIG ST4 CCD camera, a Meade Deep Space Imager, a Meade Planetary Imager, an Astrovid video camera, and a StellaMax deep space video imager.
Software and Internet Resources
Astronomical databases used for images and information pertaining to the objects will include but not be limited to: The Hands-On Universe Archive, SIMBAD, Aladin, VizieR, the Digitized Sky Survey, NED, the STScI archives, CADC archives, NASA Planetary Data System Archives, and SkyView.
Software used for image processing: Maxim DL, Photoshop, SalsaJ, GIMP, Registax, the FITS Liberator, Astronomy Tools PS. An analog to digital conversion software program will also be used to change analog video to digital data.
Other astronomical software packages and apps used for observing: Starry Night Pro, Stellarium, StarWalk.
Other software/internet: Microsoft Word and Excel will be used. Students will have the option to record their journal online via their blogs on WordPress. A wiki has been set up for class interaction (http://astroip.wikispaces.com/) and it is hoped that we can invite some experienced imagers to join us.
Class Activities and Expectations
Specific goals will be set up with timelines for completion.
For instance, different types of imaging devices, telescopes and targets will be used. It is very different to process and build a planetary image than that of a nebula. Each type of imager will also require different steps to reduce the raw images for processing.
A daily journal will be kept detailing what was learned/accomplished /discussed.
When observing, logs will be kept of objects imaged (see sample template provided).
Assessments will be in the form of portfolios of images, logs, and a supporting explanation of how the images were created.
The final exam grade will be based on a complete portfolio of images, a completed journal and image logs, and a summary narrative detailing the “how to” steps in processing images. Students will each pick their own type of images, imaging devices and software for processing to develop this narrative. This may be in the form of a web page or electronic document.
Meeting Times
All students will meet during period 5. They will use this time to work both collaboratively and individually. I will meet with them after school and during the weekly RATs meetings. In addition, we will get together on clear nights to use the school imaging equipment and telescopes. We will further communicate through the class wiki.
Below are the Michigan Merit Curriculum High School Science Content Standards that are implemented in this course. E1.1 Scientific Inquiry E1.1A Generate new questions that can be investigated in the laboratory or field. E1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. E1.1C Conduct scientific investigations using appropriate tools and techniques . E1.1D Identify patterns in data and relate them to theoretical models. E1.1E Describe a reason for a given conclusion using evidence from an investigation. E1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed. E1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.
E1.2 Scientific Reflection and Social Implications E1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. E1.2D Evaluate scientific explanations in a peer review process or discussion format. E1.2f Critique solutions to problems, given criteria and scientific constraints. E1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions. E1.2j Apply science principles or scientific data to anticipate effects of technological design decisions.
Below are the State of Michigan 2009 Educational Technology High School Standards that are implemented in this course. 9-12.CC. Communication and Collaboration—By the end of grade 12 each student will:
9-12.CC.1. identify various collaboration technologies and describe their use (e.g., desktop conferencing, webinar, listserv, blog, wiki)
9-12.CC.2. use available technologies (e.g., desktop conferencing, e-mail, videoconferencing, instant messaging) to communicate with others on a class assignment or project
9-12.CC.3. collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models)
9-12.CC.4. plan and implement a collaborative project using telecommunications tools (e.g., ePals, discussion boards, online groups, interactive web sites, videoconferencing)
9-12.CC.6. use technology tools for managing and communicating personal information
9-12.RI. Research and Information Literacy—By the end of grade 12 each student will:
9-12.RI.2. identify, evaluate, and select appropriate online sources to answer content related questions
9-12.RI.3. demonstrate the ability to use library and online databases for accessing information
9-12.CI. Creativity and Innovation—By the end of grade 12 each student will:
9-12.CI.1. apply advanced software features to redesign the appearance of word
processing documents, spreadsheets, and presentations
9-12.CI.2. create a web page
9-12.CI.3. use a variety of media and formats to design, develop, publish, and present projects (e.g., newsletters, web sites, presentations, photo galleries)
9-12.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 12 each student will:
9-12.CT.1. use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning
9-12.CT.2. analyze the capabilities and limitations of digital resources and evaluate their potential to address personal, social, lifelong learning, and career needs
9-12.CT.3. devise a research question or hypothesis using information and communication technology resources, analyze the findings to make a decision based on the findings, and report the results
9-12.DC. Digital Citizenship—By the end of grade 12 each student will:
9-12.DC.3. discuss and demonstrate proper netiquette in online communications
9-12.DC.5. create appropriate citations for resources when presenting research findings
9-12.DC.6. discuss and adhere to fair use policies and copyright guidelines
9-12.TC. Technology Operations and Concepts—By the end of grade 12 each student will:
9-12.TC.1. complete at least one online credit, or non-credit, course or online learning experience
9-12.TC.2. use an online tutorial and discuss the benefits and disadvantages of this method of learning
9-12.TC.4. describe uses of various existing or emerging technology resources (e.g., podcasting, webcasting, videoconferencing, , online file sharing, global positioning software)
9-12.TC.6. participate in a virtual environment as a strategy to build 21st century learning skills
9-12.TC.7. assess and solve hardware and software problems by using online help or other user documentation
9-12.TC.8. explain the differences between freeware, shareware, open source, and commercial software
9-12.TC.9. participate in experiences associated with technology-related careers
9-12.TC.10. identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav, wmv, mp3, avi, pdf)
9-12.TC.12. demonstrate how to import/export text, graphics, or audio files
9-12.TC.13. proofread and edit a document using an application’s spelling and grammar checking functions
Below are the Michigan Merit CurriculumHigh School Visual, Performing, and Applied Arts Content Guidelines that are implemented in this course.
Strand I: Create (C) The student will:
C.1 Engage in full iterative cycles* of the artistic/creative process by problem seeking, exploring, making analytical, application, aesthetic, and design choices, before completion.
C.3 Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.
C.4 Use the best available and appropriate instruments, resources, tools, and technologies to facilitate critical decision-making, problem solving, editing, and the creation of solutions.
C.5 Reflect on and articulate the steps and various relationships of the artistic/creative process.
Strand II: Perform/Present (P) The student will:
P.2 Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.
P.3 Describe and consider relationships among the intent of the student/artist, the results of the artistic/creative process, and a variety of potential audiences or users.
P.4 Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.
Strand III: Respond (R) The student will:
R.1 Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.
R.2 Identify, describe, and analyze connections across the visual, performing, and applied arts disciplines, and other academic disciplines.
R.3 Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.
Instructor: Ardis Herrold
Course Title: Astronomical Image Processing
Course description
Students will take astronomical images through telescopes as well as work with raw images from internet image archives and from Desert Peak Observatory. In the process they will gain familiarity with telescope and imaging techniques using a variety of equipment (detailed below). They will then learn and master the techniques required to transform the raw images into final color images. This course will be intensive in computer processing, internet research, database mining and journaling. Occasional field work will occur as weather permits.
Instrumentation
Telescopes: Each of the four students in the class owns their own telescope. Three have completed the Introduction to Astronomy class and are very familiar with using telescopes, reading star maps and other observing techniques. Their telescopes are: Three 8” and one 10” Dobsonian reflectors. In addition to that, they will have use of the school telescopes which include: a 10” Schmidt- Cassegrain, a 4” refractor, a 10” Dobsonian, a solar telescope and a 5” Maksutov-Cassegrain.
All of the students have digital cameras or access to one. In addition they will have access to the school specialized cameras: an SBIG ST4 CCD camera, a Meade Deep Space Imager, a Meade Planetary Imager, an Astrovid video camera, and a StellaMax deep space video imager.
Software and Internet Resources
Astronomical databases used for images and information pertaining to the objects will include but not be limited to: The Hands-On Universe Archive, SIMBAD, Aladin, VizieR, the Digitized Sky Survey, NED, the STScI archives, CADC archives, NASA Planetary Data System Archives, and SkyView.
Software used for image processing: Maxim DL, Photoshop, SalsaJ, GIMP, Registax, the FITS Liberator, Astronomy Tools PS. An analog to digital conversion software program will also be used to change analog video to digital data.
Other astronomical software packages and apps used for observing: Starry Night Pro, Stellarium, StarWalk.
Other software/internet: Microsoft Word and Excel will be used. Students will have the option to record their journal online via their blogs on WordPress. A wiki has been set up for class interaction (http://astroip.wikispaces.com/) and it is hoped that we can invite some experienced imagers to join us.
Class Activities and Expectations
Specific goals will be set up with timelines for completion.
For instance, different types of imaging devices, telescopes and targets will be used. It is very different to process and build a planetary image than that of a nebula. Each type of imager will also require different steps to reduce the raw images for processing.
A daily journal will be kept detailing what was learned/accomplished /discussed.
When observing, logs will be kept of objects imaged (see sample template provided).
Assessments will be in the form of portfolios of images, logs, and a supporting explanation of how the images were created.
The final exam grade will be based on a complete portfolio of images, a completed journal and image logs, and a summary narrative detailing the “how to” steps in processing images. Students will each pick their own type of images, imaging devices and software for processing to develop this narrative. This may be in the form of a web page or electronic document.
Meeting Times
All students will meet during period 5. They will use this time to work both collaboratively and individually. I will meet with them after school and during the weekly RATs meetings. In addition, we will get together on clear nights to use the school imaging equipment and telescopes. We will further communicate through the class wiki.
Astronomical Image Processing STEM Content Expectations
Below are the Michigan Merit Curriculum High School Science Content Standards that are implemented in this course.
E1.1 Scientific Inquiry
E1.1A Generate new questions that can be investigated in the laboratory or field.
E1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.
E1.1C Conduct scientific investigations using appropriate tools and techniques .
E1.1D Identify patterns in data and relate them to theoretical models.
E1.1E Describe a reason for a given conclusion using evidence from an investigation.
E1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed.
E1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.
E1.2 Scientific Reflection and Social Implications
E1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
E1.2D Evaluate scientific explanations in a peer review process or discussion format.
E1.2f Critique solutions to problems, given criteria and scientific constraints.
E1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions.
E1.2j Apply science principles or scientific data to anticipate effects of technological design decisions.
Below are the State of Michigan 2009 Educational Technology High School Standards that are implemented in this course.
9-12.CC. Communication and Collaboration—By the end of grade 12 each student will:
9-12.CC.1. identify various collaboration technologies and describe their use (e.g., desktop conferencing, webinar, listserv, blog, wiki)
9-12.CC.2. use available technologies (e.g., desktop conferencing, e-mail, videoconferencing, instant messaging) to communicate with others on a class assignment or project
9-12.CC.3. collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models)
9-12.CC.4. plan and implement a collaborative project using telecommunications tools (e.g., ePals, discussion boards, online groups, interactive web sites, videoconferencing)
9-12.CC.6. use technology tools for managing and communicating personal information
9-12.RI. Research and Information Literacy—By the end of grade 12 each student will:
9-12.RI.2. identify, evaluate, and select appropriate online sources to answer content related questions
9-12.RI.3. demonstrate the ability to use library and online databases for accessing information
9-12.CI. Creativity and Innovation—By the end of grade 12 each student will:
9-12.CI.1. apply advanced software features to redesign the appearance of word
processing documents, spreadsheets, and presentations
9-12.CI.2. create a web page
9-12.CI.3. use a variety of media and formats to design, develop, publish, and present projects (e.g., newsletters, web sites, presentations, photo galleries)
9-12.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 12 each student will:
9-12.CT.1. use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning
9-12.CT.2. analyze the capabilities and limitations of digital resources and evaluate their potential to address personal, social, lifelong learning, and career needs
9-12.CT.3. devise a research question or hypothesis using information and communication technology resources, analyze the findings to make a decision based on the findings, and report the results
9-12.DC. Digital Citizenship—By the end of grade 12 each student will:
9-12.DC.3. discuss and demonstrate proper netiquette in online communications
9-12.DC.5. create appropriate citations for resources when presenting research findings
9-12.DC.6. discuss and adhere to fair use policies and copyright guidelines
9-12.TC. Technology Operations and Concepts—By the end of grade 12 each student will:
9-12.TC.1. complete at least one online credit, or non-credit, course or online learning experience
9-12.TC.2. use an online tutorial and discuss the benefits and disadvantages of this method of learning
9-12.TC.4. describe uses of various existing or emerging technology resources (e.g., podcasting, webcasting, videoconferencing, , online file sharing, global positioning software)
9-12.TC.6. participate in a virtual environment as a strategy to build 21st century learning skills
9-12.TC.7. assess and solve hardware and software problems by using online help or other user documentation
9-12.TC.8. explain the differences between freeware, shareware, open source, and commercial software
9-12.TC.9. participate in experiences associated with technology-related careers
9-12.TC.10. identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav, wmv, mp3, avi, pdf)
9-12.TC.12. demonstrate how to import/export text, graphics, or audio files
9-12.TC.13. proofread and edit a document using an application’s spelling and grammar checking functions
Below are the Michigan Merit Curriculum High School Visual, Performing, and Applied Arts Content Guidelines that are implemented in this course.
Strand I: Create (C)
The student will:
C.1 Engage in full iterative cycles* of the artistic/creative process by problem seeking, exploring, making analytical, application, aesthetic, and design choices, before completion.
C.3 Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.
C.4 Use the best available and appropriate instruments, resources, tools, and technologies to facilitate critical decision-making, problem solving, editing, and the creation of solutions.
C.5 Reflect on and articulate the steps and various relationships of the artistic/creative process.
Strand II: Perform/Present (P)
The student will:
P.2 Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.
P.3 Describe and consider relationships among the intent of the student/artist, the results of the artistic/creative process, and a variety of potential audiences or users.
P.4 Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.
Strand III: Respond (R)
The student will:
R.1 Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.
R.2 Identify, describe, and analyze connections across the visual, performing, and applied arts disciplines, and other academic disciplines.
R.3 Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.